EQF Introduction
- The European Qualifications Framework for lifelong learning (EQF), introduced in 2008, serves as a common reference framework for qualifications, structured around learning outcomes that increase in complexity across different levels.
- It acts as a tool to translate between diverse qualification systems and their respective levels.
- The EQF aims to improve the transparency, comparability, and mobility of qualifications for individuals.
- It is intended to support a broad range of stakeholders, including learners, employees, job seekers, employers, trade unions, education and training providers, qualification recognition authorities, government bodies, and international organizations.
The EQF was officially endorsed by the Council of the EU and the European Parliament through the Recommendation dated 23 April 2008.
This Recommendation was subsequently updated in 2017 to better address contemporary needs and anticipate future challenges. It establishes a common reference framework made up of eight levels of learning outcomes, serving as a tool to translate between various national qualification systems.
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The EQF Recommendation urges Member States to:
Referencing the EQF involves the process of linking national qualification levels—usually outlined within a national qualifications framework—to the EQF levels. |
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National authorities responsible for qualifications systems, in collaboration with relevant stakeholders involved in developing and implementing qualifications, decide how national qualifications correspond to the eight EQF levels. The outcomes of this alignment process are recorded in an EQF referencing report. |
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EQF Concepts
The EQF defines a qualification as:
‘the formal outcome of an assessment and validation process obtained when a competent body determines that an individual has achieved learning outcomes to given standards’.
- Qualifications are usually awarded as certificates or diplomas upon completing education, training, learning, and sometimes work experience.
- When issued within a quality-assured framework, their content and level serve as trustworthy indicators of competence.
- They act as a form of currency that individuals can use to seek employment or pursue further education.
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TRANSPARENCY AND COMPARABILITY Education and training systems in Europe differ significantly, influenced by the unique traditions of each country. These variations can complicate the process of assessing the knowledge, skills, and competencies of individuals holding qualifications from different nations. To address this, the European Qualifications Framework (EQF) offers a common reference tool that simplifies the comparison of qualifications across countries. |
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This is achieved by emphasizing learning outcomes for each qualification, enhancing their clarity and accessibility.
In turn, the EQF supports cross-border mobility for learners and workers, while also fostering lifelong learning and career development.
A qualifications framework structures qualifications according to established criteria tied to distinct levels of learning attainment. Its primary objectives are to:
- harmonize and coordinate qualification systems
- improve the transparency, accessibility, and quality of qualifications in the context of the labor market, education and training, and society as a whole
Qualifications frameworks promote lifelong learning with the goal of enhancing individuals' knowledge, skills, and competences to support personal development, active citizenship, social participation, and employability. This includes learning acquired through formal, non-formal, and informal means.
Learning outcomes
The EQF, together with all National Qualifications Frameworks (NQFs) aligned to it, follows an approach based on learning outcomes.
This means that the content and level of a qualification are determined by what learners are expected to know, understand, and are capable of doing.
EQF Descriptors
- The EQF is organized into eight levels, each defined by learning outcomes.
- These levels are described using specific descriptors that show the development of knowledge, skills, autonomy and responsibility from level 1 to level 8.
- Collectively, the levels and their descriptors form a translation tool that facilitates the comparison of qualifications across different countries and institutions.
The EQF learning outcome descriptors are based on two main dimensions: levels and learning domains.
- The level dimension reflects the growing complexity of learning outcomes as qualification levels advance.
- The learning domains dimension distinguishes between knowledge, skills, and autonomy and responsibility, allowing different types of qualifications to be aligned at the same level.
The EQF is designed to encompass all types and levels of qualifications, including those from higher education, vocational education and training (VET), general education, as well as credentials awarded by private sector bodies or international organizations.
Knowledge , Skills, Responsibility & Autonomy
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Knowledge |
Skills |
Responsibility and autonomy |
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In the context of the EQF, knowledge is described as theoretical and/or factual. |
In the context of EQF, skills are described as cognitive (involving the use of logical, intuitive and creative thinking) and practical (involving manual dexterity and the use of methods, materials, tools and instruments). |
In the context of the EQF, responsibility and autonomy is described as the ability of the learner to apply knowledge and skills autonomously and with responsibility. |
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Knowledge |
Skills |
Responsibility and autonomy |
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Level 1 |
Basic general knowledge. |
Basic skills required to carry out simple tasks. |
Work or study under direct supervision in a structured context. |
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Level 2 |
Basic factual knowledge of a field of work or study. |
Basic cognitive and practical skills required to use relevant information in order to carry out tasks and solve routine problems using simple rules and tools. |
Work or study under supervision with some autonomy. |
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Level 3 |
Knowledge of facts, principles, processes and general concepts in a field of work or study. |
A range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information. |
Take responsibility for completion of tasks in work or study. Adapt own behaviour to circumstances in solving problems. |
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Level 4 |
Factual and theoretical knowledge in broad contexts within a field of work or study. |
A range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study. |
Exercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to change. Supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities. |
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Level 5 |
Comprehensive, specialised, factual and theoretical knowledge within a field of work or study, and an awareness of the boundaries of that knowledge. |
A comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems. |
Exercise management and supervision in contexts of work or study activities where there is unpredictable change. Review and develop performance of self and others. |
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Level 6 |
Advanced knowledge of a field of work or study, involving a critical understanding of theories and principles. |
Advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of work or study. |
Manage complex technical or professional activities or projects, taking responsibility for decision-making in unpredictable work or study contexts. Take responsibility for managing professional development of individuals and groups. |
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Level 7 |
Highly specialised knowledge, some of which is at the forefront of knowledge, in a field of work or study, as the basis for original thinking and/ or research. Critical awareness of knowledge issues in a field and at the interface between different fields. |
Specialised problem-solving skills required in research and/or innovation in order to develop new knowledge and procedures, and to integrate knowledge from different fields. |
Manage and transform work or study contexts that are complex, unpredictable and require new strategic approaches. Take responsibility for contributing to professional knowledge and practice, and/or for reviewing the strategic performance of teams. |
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Level 8 |
Knowledge at the most advanced frontier of a field of work or study, and at the interface between fields. |
The most advanced and specialised skills and techniques, including synthesis and evaluation, required to solve critical problems in research and/ or innovation, and to extend and redefine existing knowledge or professional practice. |
Demonstrate substantial authority, innovation, autonomy, scholarly and professional integrity and sustained commitment to the development of new ideas or processes at the forefront of work or study contexts, including research. |
Qualifications serve as a gateway to employment and are essential for career progression.
Their value lies in clearly expressing what an individual knows, understands, and is capable of doing.
The EQF assists employers by helping them to:
- interpret the qualifications of job candidates
- more accurately assess credentials from unfamiliar countries or institutions
- compare foreign qualifications with national standards to determine their level
- evaluate how well a qualification’s learning outcomes align with the needs of their company or sector.
By applying the EQF, employers can reduce obstacles to labor mobility.
Watch the video:
- By promoting a focus on learning outcomes, the EQF fosters effective communication between the labour market and education and training systems.
- Learning outcomes serve as a common language, enabling more structured dialogue and contributing to the improved relevance and attractiveness of qualifications.
- The European Qualifications Framework (EQF) facilitates cross-border mobility for both learners and workers by serving as a referencing framework.
- It helps educational institutions and employers understand how different qualification levels correspond to those recognized within their own national systems.
Watch the video:
Training design is the process of shaping the overall structure of a training initiative, focusing on the formulation of learning outcomes, the selection of relevant content, and the choice of instructional methodologies.
A practical method for developing competence-based training is the backward design approach, which begins with the desired learning outcomes and works in reverse to build the training pathway.
This approach involves:
- Defining learning outcomes in terms of competences, knowledge, and skills to be attained
- Creating assessments that accurately evaluate these outcomes
- Aligning each component of the training with the development of the targeted competences, knowledge, and skills
- Organizing the training into Training Units, each linked to specific outcomes
The European Qualifications Framework (EQF) provides a valuable reference and support for implementing this structured, outcome-focused methodology.
- By using the EQF, training designers can effectively select and align action verbs—essential components of learning outcomes—with the appropriate EQF level. This alignment ensures consistency with training objectives, the target audience, labour market demands, and applicable regulatory standards.
- The following slides present practical examples of how commonly used action verbs can be adapted across various EQF levels, offering a versatile tool for designing a wide range of training programs.
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Verb |
Context variables |
Example EQF2 |
Example EQF3 |
Example EQF4 |
Example EQF5 |
Example EQF6 |
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Planning |
Planning of work activities in routine or unforeseen situations |
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Plan your work activity in order to ensure the execution of the assigned task on schedule |
Plan the sequence of activities related to the realisation of a standard product/service in relation to a predetermined time frame |
In the event of contingencies relating to defined work plans, manage the changes necessary to ensure compliance with the deadlines |
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Coordinating |
Coordination of activities and/or persons in routine or unforeseen situations |
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Coordinate their work activities, connecting with other operators involved in the process |
Coordinate the work activities of a working group in routine situations, assessing efficiency parameters |
Coordinate the activities of a working group in situations subject to unforeseen events, intervening to manage critical issues |
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Designing |
Design of solutions for products or services characterised by different levels of variability and rate of innovation |
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Collaborate, within a development group, in the design of solutions characterised by a low level of variability |
Autonomously design solutions characterised by a low rate of innovation based on supplied specifications |
Independently design solutions characterised by a high rate of innovation and creativity |
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Maintain
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Maintenance of equipment/means/plants... marked by the level of programming of the sequences and the ordinary or extraordinary character of the required operations |
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Perform scheduled maintenance operations taking into account the historical data of ordinary and extraordinary maintenance. |
Perform unscheduled interventions of extraordinary maintenance (component repairs/replacements). |
Perform maintenance work on complex systems or with uncoded failures that require accurate diagnosis |
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Install |
Installation of components/equipment/equipment/etc characterised by different levels of complexity of operations |
Install components/equipment/equipment/etc. in known and repeatable contexts under supervision |
Install components/equipment/equipment/etc. in known and repeatable contexts following the manufacturer’s technical instructions |
Install components/equipment/equipment/equipment/etc. in new/complex contexts by verifying compliance with the manufacturer’s technical specifications |
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